Book Description

Academic agricultural communication programs across the United States prepare graduates to serve the information needs of both consumers and agricultural producers. As agriculture continues to grow in scope and complexity, communicators must be prepared to keep pace with the growing information demands of audiences around the globe. This study serves as a "pulse check" for university agricultural communication programs to identify their perceived strengths and weaknesses in preparing graduates to enter the professional agricultural communication industry. The researcher randomly selected 20 industry professionals to participate in open- ended telephone interviews that addressed various aspects of university agricultural communication programs. Participants were identified from the 2006 AgriMarketing Annual Marketing Services Guide and represented U.S. marketing communication agencies, U.S. print agencies, and U.S. farm broadcasters. Interviewees answered a series of questions in three categories: the agricultural communication industry at large, hiring and the future, and education and professional development. The conversations were recorded and transcribed. Closed-ended responses were reported using frequencies, means, and standard deviations, where appropriate. Open-ended responses were coded according to common themes when possible. Results of the study revealed that agricultural communication professionals want to be involved in agricultural communication curriculum development. Respondents advised individuals at colleges and universities who are making decisions about curriculum to stay connected to the industry and to seek industry input. Some respondents suggested that faculty complete "internships" within industry to ensure they are in touch with the current market. According to the majority of respondents, recent agricultural communication graduates are adequately prepared to enter the industry, especially in their mastery of technology skills. The respondents placed much value on journalism, marketing, and public relations course work and skills when hiring new employees. In order to stay competitive and current with agricultural communication efforts, academic programs need to educate their students on technology trends -- including how to use electronic communication effectively and efficiently. Academic programs also need to impart knowledge of business and professional ethics. As the agricultural communication industry continues to shrink and become more competitive, several respondents voiced concern that some may be sacrificing ethics to stay in business. The recommendations offered in this study provide a starting point for colleges and universities to consider when evaluating and developing undergraduate curriculum. In addition to conducting future research with other stakeholders, faculty and curriculum specialists must also consider the unique mission of their home institutions, as well as the larger goal of providing students with a well-rounded and balance education.